ISG7 


Lo8  Angeles  State  Normal  School  Magazine 
AprU,  1917 


THE  LIBRARY 

OF 

THE  UNIVERSITY 

OF  CALIFORNIA 

LOS  ANGELES 


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Los  Angeles  State  Normal 
School  Magazine 


APRIL,  1917 


Subscription  Price  50  cents  per  Annum 
Single  copies  15  cents 


Volume  II,     Number  1 


ARTHUR  AMSDEN  MACURDA.  Editor 


CALIFORNIA  STATE  PRINTING  OFFICE 
SACRAMENTO 


"SC^^O 


L  V 


THE  RURAL  SCHOOL 

Its  Needs  and  a  Few  Suggestions  for 
Its  Improvement 

ELIZABETH  E.  KEPPIE 

Los  Angeles  State  Normal  School 


THE  RURAL  SCHOOL  AND  ITS  NEEDS 

The  problem 

Much  has  been  said  and  written  during  the  past  decade  on  rural  schools,  their 
deficiencies,  and  the  much  needed  improvement.  Such  slogans  as  "Back  to  the 
Land."  "Stay  on  the  Farm."  "The  Country  School  of  Today  for  the  Country 
Boy  of  Tomorrow"  are  familiar  to.  all  readers  of  the  daily  papers.  The  little  red 
schoolhouse,  the  pride  of  the  pioneers,  served  its  purpose  well  and  because  it 
met  a  necessitj',  continued  to  exist.  But  the  box  car  type  of  school  of  pioneer 
days  no  longer  meets  the  demands  of  the  day.  "Tradition  dies  hard,"  and  it  is 
difficult  for  some  people  to  realize  that  the  sacred  little  red  schoolhouse  with 
its  hallowed  carved  desks  and  moss-covered  water  bucket  must  go.  The  changed 
social  and  economic  conditions  of  farm  life  today  demand  a  new  type  of  .school 
that  will  train  the  youth  of  our  rural  communities  to  meet  efficiently  the  great 
industrial  opportunities  and  the  social  needs  of  rural' life  in  the  new  century. 

The  reports  of  the  United  States  Bureau  of  Education  reveal  to  us  that 
improvement  is  going  on  all  over  the  coxmtry.  The  movement  for  more  effective 
home  and  school  cooperation  is  nation-wide.  Yet,  judging  from  letters  received 
from  recent  graduates  of  our  normal  scliools,  from  complaints  made  by  teachers, 
old  and  young,  at  our  annual  institutes,  from  reports  from  rural  workers,  and 
from  talks  with  investigators  and  S'ducators  in  the  rural  field,  we  are  forced  to 
conclude  that  in  many  cases  the  rural  school  lacks  intelligent  and  economical 
management,  adequate  supervision,  and  efficient  teachers. 

The  enthusiastic  Maj^  dream  of  the  day  when  an  ideal  teacher  ("if  there  be 
such  an  animal")  may  be  placed  in  every  rural  school ;  but  something  more 
than  an  ideal  teacher  is  needed.  .Every  agency  connected  with  the  rural  school 
and  its  community  must  awaken  to  tlie  fact  that  it  is  responsible  for  its  share 
in  helping  to  solve  the  problem.  The  normal  school,  the  county  superintendent, 
the  rural  supervisor,  the  trustees  or  school  boards,  the  country  people,  and  the 
voters  at  large,  as  well  as  the  teacher,  have  each  their  part  to  perform. 

After  hearing  students  of  tjic  normal  school  give  as  some  of  their  reasons 
for  not  wishing  to  teach  in  the  country  the  following:  "Buildings  poorly  heated 
and  ventilated" ;  "j^ards  small,  treeless,  and  lacking  equipment" ;  "no  janitor 
service" ;  "too  many  grades" ;  "unsatisfactory  boarding  places" ;  "no  opportunity 
to  attend  lectures,  concerts,  church,  or  entertainment  of  any  sort";  "too  lone- 
some" ;  "salary  too  small" ;  "no  chance  to  get  to  town" ;  one  can  not  wonder 
why  some  of  our  best  graduates  never  find  their  way  into  a  country  school ; 
or  if  they  do,  why  their  stay  is  brief. 

Purpose  of  visit 

With  some  of  the  above  ideas  in  mind,  wishing  to  direct  my  enthusiasm  into 
practical  channels,  and  desiring  to  prove  to  my  personal  satisfaction  that  things 
had  improved  since  I  taught  in  a  rural  school.  T  obtained  from  the  Normal 
School  of  Los  Angeles,  in  January,  1916.  a  three  months'  leave  of  absence  in 
order  to  visit  and  study  a  few  of  the  rural  schools  of  southern  California. 

During  this  period  I  visited  schools  and  observed  rural  school  conditions  in 
nine  counties;  in  four  of  them  my  study  was  rather  intensive.  My  original  plan 
was  to  spend  a  week   in  each  school ;   but   subsequently  I   found  I  could  get  a 

2—3001.:;  (5) 


more  coniprclu'iisivc  view  nf  tlu-  firld  In  (li\  i<liiii;  tlu-  week  between  two  schools 
whose  coninuiiiit\'  coii(htioiis  wvw  similar.  'Phis  i)i>lie>'  1  followed  whenever 
roads  and   weather  i)ermitted. 

Ik-fore  starting  on  my  trip  I  was  fortuiiale  in  seenrins-  the  cooperation  of 
four  county  superintendents.  ]\ly  ])art  was  to  study  the  schools  and  conditions 
and  to  help  the  schools  by  giving  suggestions  and,  if  advisable,  by  teaching.  They 
agreed  to  bespeak  for  me  a  boarding  place  near  the  school,  and  to  indicate  for 
my  study  schools  with  as  great  type  variations  as  their  counties  afforded.  The 
superintendents  fulfilled  their  part  of  the  bargain  punctiliously,  for,  during  the 
three  months,  I  ran  the  complete  gamut  of  communities,  buildings,  pupils,  and 
teachers. 

r?efore  going  into  a  di.scussion  of  the  remedies  for  some  of  the  defects  in 
rural  schools,  by  way  of  evidence  that  in  this  day  of  model  dairies,  model  farms, 
and  model  kitchens,  we  people  of  southern  California  have  not  overmuch  to 
l)oast  of  as  regards  model  schools,  let  nie  venture  to  submit  the  results  of  a 
brief  survey  of  my  trip. 

Teachers 

W'itli  one  exception,  the  schools  I  visited  were  taught  by  graduates  of  normal 
schools  and  colleges.  One  teacher  was  teaching  on  a  county  certificate  obtained 
by  examination. 

With  three  exceptions  the  teachers  were  in  their  hrst  or  second  year  of  teaching. 

Their  .salaries  ranged  from  $75  to  $133  a  month  for  an  eight  or  nine  months 
school  year. 

Equipment 

Five  schools  were  affiliated  with  the  county  library.  The  rest  had  libraries  of 
their  own,  but  in  many  ca.ses  the  selection  of  books  was  bad.  Old  sets  of  books, 
far  beyond  the  comprehension  of  the  children,  and  covered  with  dust,  were  in 
evidence  in  many  schools. 

The  equipment,  aside  from  the  state  textbooks,  a  few  maps,  writing  and 
blackboard  material,  was  very  meager.  Eight  schools  had  sanitary  towels  and 
two  had  sand  tables.  Two  had  work  benches.  One  had  a  stove  for  cooking  hot 
lunches,  or  for  demonstration  purposes,  as  well  as  a  good  supply  of  materials 
for  occupational  work.     Four  schools  had  no  school  flag  out  of  doors. 

Pupils 

The  children  were  for  the  most  part  of  American  birth  and  parentage.  One 
school  had  only  Italians  and  Danes.  One  school  had  only  Italians  and  three 
Americans.  Two  schools  had  only  Mexicans.  One  school  had  a  majority  of 
Italians  and  Portuguese. 

Buildings 

.Seven  schools  were  modern  and  in  good  repair.  One  school  met  in  the  front 
room  of  the  home  of  the  clerk  of  the  trustees.  One  school  had  no  dressing  room, 
entry,  or  closet.  Two  schools  were  in  bad  repair.  Nine  schools  were  of  the  little 
box  car  type  with  entry  for  clothes,  lunch  l)oxes,  and  drinking  equipment. 

Lighting 

Eight  were  correctly  lighted.  Two  had  light  from  the  rear  and  left.  Three 
had  light  from  the  rear  and  right.  Six  had  light  from  the  left  and  right.  One 
had  light  from  dormer  windows  s£t  more  than  fifteen  feet  from  the  floor  on  the 
riglvt  and  left  sides  and  from  a  small  window  in  the  rear. 


( ( ;  I 


Heating 

One  was  heated  l>.v  a  furnace.  (Jne  had  a  jacketed  stove.  I'our  had  a  zinc 
screen  on  two  sides  of  the  strive.     Fourteen  had  unjacketed  stoves. 

Ventilation 

One  scliool  had  a  venlihiting  s.vsteni.  Three  schools  had  transoms.  The 
others  had  neither  window  l)oards  nor  other  devices  to  prevent  a  direct  draught 
l)lowing  U])on   those   seated   near  the   windows. 

Drinking  equipment 

Two  schools  were  using  i)ails  and  a  community  cup.  Eight  schools  had  each 
a  faucet  and  a  community  cup.  Three  schools  had  pumps  and  community  cups. 
Three   had   faucets  and   individual   cups.      Four   scliools   had  l)uhl)Ie   fountains. 

Playgrounds 

Twelve  yards  had  trees  and  shrubs.  Four  yards  had  school  gardens.  Four 
had  neither  tree  nor  shrub,  generally  due  to  lack  of  water.  Five  had  no  play 
equipment,  not  even  bats  and  balls.  The  rest  had  an  equipment  which  ranged 
from  one  piece,  the  giant  stride,  a  swing,  a  chinning  l)ar,  or  a  teeter,  to  an 
equipment  of  four  or  five  pieces. 

As  a  rule  the  playground  was  too  small,  ranging  from  a  quarter  of  an  acre  to 
one  acre.  One  .school  had  four  acres  with  orchard  shade  trees  and  two  lunch 
pavilions. 

Outbuildings 

Four  outbuildings  were  in  good  condition.  Four  outbuildings  had  flushing 
systems.  One  outbuilding  had  no  door.  Xine  had  unscreened  entrances.  Two 
needed  cleaning  and  repairing. 

Community  interests 

None  of  the  schools  had  community  centers  or  parent-teacher  organizations. 
Church  services  were  held  in  four  of  the  schools.  Farm  advisors'  meetings 
were  held  in  one  school  which  had  a  hall  with  platform  and  curtain  on  wire. 
Socials  and  parties  were  held  in  six  schools. 

Many  teachers  were  not  enthusiastic  about  trying  to  foster  community  interests. 
Some  were  anxious,  but  needed  assistance  in  stimulating  interest  in  the 
neighborhood. 

One  school  had  a  well  established  community  spirit  but  no  organization,  and 
in  this  .school  the  young  teacher  was  indifferent  to  the  interests  of  the  patrons 
of  the  school.  In  one  school  an  annual  picnic  of  the  pupils  and  their  parents 
was  held ;  in  another  a  clean-up  day,  when  the  men  of  the  community  plowed 
up  the  ground  for  a  school  garden  and  did  any  repair  work  the  school  needed, 
while  the  women  and  children  cleaned  the  school  and  yard  and  prepared  the 
picnic  lunch. 

If  the  above  report  is  a  fair  indication  of  the  condition  of  the  material 
equipment  and  facilities  of  rural  schools  in  southern  California,  we  have  little 
to  "boost"  or  boast  about  and  nuich  to  do. 

Agencies  whose  cooperation  is  needed 

If.  as  is  generally  ackmiwletlged,  the  country  boys  and  girls  are  the  nation's 
greatest  asset,  how  can  we  help  make  this  potential  asset  more  valuable  to  its 
community?  The  answer  is  obvious:  by  improving  the  social  and  educational 
advantages  of  the  country  child  ;  by  educating  the  people  of  the  rural  community. 


(7) 


by  rcndcrin,^'  the  county  superintendent  more  assistance  in  the  work  of  super- 
vision, and  by  preparing  teachers  especially  to  meet  the  rural  problems. 

Let  us  consider  the  agencies  concerned  in  this  campaign  for  rural  school 
improvement. 

Since  the  work  of  tlie  normal  school  is  to  prepare  teachers,  perhaps  it  stands 
first.  Normal  school  presidents,  and  other  leaders  in  education,  see  clearly  the 
need  of  specialized  preparation  for  rural  teaching.  Many  schools  have  a  special 
department  of  rural  education,  consisting  of  courses  in :  Rural  School  Sociology, 
Rural  School  Management,  Rural  School  Methods,  Rural  School  Observation,  and 
Rural  School  Practice.  Some  are  ofifering  two  or  three  of  these  courses ;  and  a 
few,  none  at  all. 

THE  NORMAL  SCHOOL  AND  COLLEGE 

Preparation  of  the  teacher 

Of  the  needs  of  the  rural  scliool,  the  preparation  of  teachers  is  the  most 
important.  Let  us  here  consider  the  college  or  normal  school  graduate  only. 
How  is  a  young  man  or  woman,  trained  only  for  city  school  work,  to  handle 
successfully  the  rural  school?  Many  a  young  teacher  has  never  been  inside  a 
rural  school  until  the  day  she  enters  upon  her  duties  as  teacher  in  some  country 
school  of  eight  grades. 

The  normal  schools  and  colleges  in  general  are  preparing  their  graduates  for 
grade  school  positions.  Only  a  few  normal  schools  and  colleges  have  access  to 
rural  schools  for  demonstration  and  practice  teaching.  Is  it  reasonable,  then, 
to  expect  a  novice  in  the  profession  to  become  an  efficient  rural  teacher  in  her 
first  year?  ,We  expect  of  her  the  inipossilile  and  wonder  at  her  first  failure. 
Is  it  not  possible  for  our  county  and  normal  school  boards  to  work  out  a  plan, 
whereby  the  student  teacher  may  be  trained  to  cope  successfully  with  the  rural 
school  problems  without  exploiting  the  country  child? 

After  my  study  of  teachers  during  their  first  two  years  of  work  in  the  rural 
school,  my  conclusion  is,  that  every  normal  school  and  college  "should  have  its 
course  so  arranged  as  to  give  its  students  opportunity  to  observe  teaching  and 
obtain  practice  in  rural  schools.  Only  by  so  doing  can  they  adequately  prepare 
their  graduates  to  teach  in  the  rural  schools  of  California.  Student  teachers 
usually  do  cadet  teaching  in  city  schools.  Naturally  they  feel  capable  of  filling 
grade  positions.  No  wonder,  then,  that  the  majority  try  first  to  locate  them- 
selves in  the  city,  and  only  after  failing  in  this,  do  they  apply  for  a  country 
school.  With  their  eyes  and  minds  still  on  the  city  "job,"  thej^  at  the  earliest 
opportunity,  accept  a  mediocre  city  position  in  preference  to  a  remunerative 
country  position  with  its  endless  possibilities.  As  their  training  has  led  them  to 
think  in  terms  of  the  graded  school  in  the  city  they  are  blind  to  their  oppor- 
tunities in  the   rural  district. 

Some  plan  should  be  formulated  whereb.v  student-teachers  may  practice  in  a 
rural  school.  Why  is  it  not  possible  for  a  sufficient  number  of  one  and  two-room 
rural  schools  to  be  used  for  demonstration  purposes  ?  Iowa  State  Teachers 
College  has  nine  such  schools,  many  other  eastern  institutions  have  one  or  more, 
the  Fresno  Normal  School  has  one  fine  model  rural  school,  while  Los  Angeles 
Normal  School,  during  the  past  year,  has  secured  six  schools  in  Los  Angeles 
County  for  observation  and  practice  work.  Can  v.'e  in  California  afiford  to  lag 
behind  in  the  preparation  of  our  teachers?  Let  the  county  superintendents  have 
their  strongest  rural  schools  used  by  the  normal  school  as  schools  for  practice. 
It  might  be  arranged  that  the  normal  school  pay  part  of  the  teacher's  salary. 


(S) 


After  the  student  has  taken  the  rural  teacher's  course  in  the  normal  school, 
she  might  work  for  a  month  in  one  of  the  demonstration  schools  as  assistant 
to  the  regular  teacher.  Tims  would  the  county  school  receive  help  and  inspira- 
tion from  the  normal  school;  ihe  best  methods  of  teaching  rural  schools  could 
be  worked  out  by  the  normal  school  faculty;  and  the  student-teacher  would 
learn   rural  problems   through   actual   experience. 

If  the  feeling  that  the  country  child  will  be  best  educated  if  taught  in  terms  of 
country  life  be  true,  surely  the  teacher  who  'is  going  to  instruct  that  child  should 
also  be  trained  in  terms  of  country  life.  Every  student  in  a  normal  school 
if  he  is  planning  to  work  in  the  country,  should  be  given  first,  a  broad  course 
covering  the  various  phases  of  rural  problems — industrial,  social,  educational ; 
second,  special  application  of  these  subjects  through  practice  teaching  in  a  good 
rural  school ;  third,  a  chance  to  sec  model  teaching  under  standard  conditions 
in  a  rural  school  in  charge  of  an  expert  teacher.  The  work  of  the  normal  school 
is  not  finished,  so  far  as  it  concerns  the  rural  school  teacher,  when  it  hands  him  his 
diploma. 

L.  H.  Jones  in  his  "Education  as  Growth"  says,  "I  know  through  long  experi- 
ence in  teaching  and  supervision  of  schools,  that  these  young  teachers  who  at  first 
do  well  by  native  grace,  lose  their  power  after  a  while  unless  they  grow  interested 
in  a  more  scientific  study  of  their  work.  The  supply  of  native  or  inherited  tact 
is  soon  exhausted,  and  their  interest,  at  first  stimulated  by  novelty,  begins  to 
wane  unless  a  careful  study  of  human  nature  and  needs  supplies  a  more  perma- 
nent set  of  motives.  Without  such  study  a  teacher  who  started  oflf  as  a  wise, 
tactful,  successful  worker  frequently  grows  into  a  routine  follower  of  form  and 
ends  in  being  a  mediocre,  commonplace,  dissatisfied  drudge." 

The  graduate  who  goes  into  city  or  village  school  work  has  supervision  by  a 
superintendent  and  special  subject  supervisors.  The  rural  school  teacher  still 
needs  the  supervision  of  the  normal  school.  The  normal  school  should  have,  at 
least,  one  member  of  its  faculty  in  the  field,  guiding  and  inspiring  its  recent 
graduates,  instructing  the  older  ones  in  the  best  methods  of  teaching,  and 
influencing  those  who  have  gotten  into  a  rut  to  attend  summer  school.  Through 
this  work  the  normal  school  would  keep  in  touch  with  the  conditions  under 
which  its  graduates  were  teaching,  devise  the  best  ways  of  preparing  its  students 
to  meet  community  problems,  and  be  more  capable  of  filling  vacancies  with 
graduates  especially  suited  for  particular  localities. 

Another  sort  of  follow-up  work  is  carried  on  by  means  of  correspondence 
courses.  These  courses  should  be.  designed  to  assist  those  holding  county  certifi- 
cates to  secure  a  normal  school  training  through  the  work  which  they  outline  and 
direct  and  through  summer  school  work,  as  well  as  to  help  the  young  teacher  by 
further  professional  study.  This  plan  is  being  used  by  the  state  university  and 
a  few  normal  schools,  and  might  well  be  copied  by  all.  Such  extension  work 
gives  vision  and  awakens  hope  in  hundreds  of  teachers,  and  thus  the  life  of  the 
rural  school  itself  is  quickened. 

A  third  means  of  helping  the  teacher  in  the  country  is  being  used  in  Ohio 
and  Illinois.  Special  instructors  from  the  normal  school  devote  all  their  time 
to  extension  teaching.  These  instructors  form  centers  to  which  the  teachers 
come  once  a  week  and  receive  instruction  in  the  Principles  of  Teaching,  Agri- 
culture, and  Methods.  Lessons  are  assigned  and  prepared,  and  recitations 
conducted  as  at  the  normal  school.  Much  success  has  attended  these  courses, 
and  many  teachers  have  been  induced  to  continue  professional  study,  as  a  result. 


(9) 


Supervision 

So  much  lias  liccii  written  and  said  upon  tliis  subject,  thai  it  is  an  old  story. 
Nevertheless  rural  supervision  in  California  is  still  in  the  future  tense.  Every 
one  must  acknowledge  that  the  rural  teacher  needs  encouragement  and  practical 
help  as  much,  at  least,  as  the  city  teacher.  The  latter  has  one  grade;  the  rural 
teacher  has  all  grades.  The  city  teacher  has  associate  teachers,  supervisors,  a 
principal,  and  superintendent  to  guide  her;  the  rural  teacher  has  a  superintendent 
who  makes  an  annual  or  semi-annual  visit,  which  may  embarrass  more  than 
help  her,  if  she  is  new  at  the  business. 

Of  course,  we  hear  much  said  about  its  being  good  for  the  novice  in  teaching, 
to  be  flung  upon  her  own  resources  and  allowed  to  work  out  her  own  salvation. 
But  do  any  of  you  who  have  worked  with  young  teachers,  in  their  first  schools, 
really  believe  it? 

Until  more  assistance  and  support  are  vouchsafed  the  county  superintendent  in 
his  task  of  visiting  and  instructing  young  teachers,  we  may  look  for  little  progress 
in  the   schools  under  his  control. 

This  already  overworked  official  can  not,  with  the  great  field  he  has  to  cover, 
give  his  teachers  the  assistance  they  need,  and  which  he  would  gladly  furnish. 
The  county  superintendent  requires  assistance,  and  the  county  schools  and 
teachers  are  indeed  "shouting"  for  it.  Many  a  failure  during  the  first  year  of 
teaching  could  be  prevented  by  a  little  supervision  of  the  right  kind.  The  pride 
of  the  girl  and  her  reputation  as  a  teacher  could  be  saved  if  some  big-hearted, 
broad-minded  supervisor  happened  along  at  the  p.sychological  moment  and  helped 
the  teacher  to  turn  seeming  defeat  into  victory. 

How  many  city  teachers  look  back  upon  their  country  school  experience  as  a 
horrible  nightmare  and  say,  "Never  would  I  want  my  worst  enemy  to  go  through 
that  trial.  Through  ignorance  of  rural  conditions,  T  didn't  know  what  to  do,  and 
I  was  afraid  to  ask  the  trustees  for  fear  they  would  think  me  incapable.  Then 
the  superintendent  never  got  around  to  see  tne  until  Christmas." 

The  rural  schools  in  certain  counties  of  North  Carolina,  Oregon,  Indiana, 
Mississippi,  Tennes.see,  Vermont,  West  Virginia,  Minnesota,  Texas,  and  Louisiana, 
and  many  other  states  have  special  supervi.sors  of  various  special,  as  well  as  general, 
subjects.     How  many  special  rural  supervisors  have  we  in  California? 

The  work  of  these  supervisors  is  to  visit,  demonstrate,  and  instruct  teachers 
in  methods  of  teaching  and  to  hold  frequent  teachers'  meetings.  By  this  special 
supervision  the  young,  weak,  inexperienced  teacher  is  being  improved,  and  the 
work  of  the  country  school  standardized  to  meet  the  rural  needs. 

Frequent  teachers'  meetings  and  chances  for  the  teachers  to  visit  good  rural 
schools  are  made  possible  through  the  work  of  supervisors  in  rural  schools.  A 
model  school  centrally  located  for  a  dozen  or  less  teachers  may  be  selected.  Here 
the  supervisor  might  have  a  specially  selected  teacher,  one  who  seems  better 
adapted  for  the  work  than  some  of  the  others.  To  her  might  be  given  special 
supervision,  in  order  that  she  might  demonstrate  what  a  rural  school  should  be. 
Each  teacher  within  a  certain  radius  should  then  be  required  to  spend  one  day 
each  term  in  this  school,  observing  on  her  first,  and  doing  some  teaching,  under 
the  direction  of  this  model  teacher,  on  her  second  visit. 

Another  plan  provides  for  a  number  of  teachers  to  visit  such  a  model  school, 
spend  the  morning  in  observation  and  the  afternoon  in  discussion  of  the  methods 
employed  with  the  supervisor.  Such  a  plan  might  take  the  place  of  institute 
attendance  with  niucli  better  results  for  rural  teachers. 

The  work  demanded  of  county  school  superintendents  often  makes  it  impossible 
for  them  to  give  more  than  one  visit  a  year.  A  bill  was  before  the  state  legislature 
two  years  ago,  asking  for  the  appropriation  lo  meet  the  need  of  salaries  for  rural 

(10) 


school  supcrvisfjrs.  It  was  defeated.  This  year  it  is  to  be  again  presented, 
slightly  changed.  Will  it  receive  consideration,  or  will  its  fate  be  the  same  as 
before,  while  again  the  secondary  school  requests  are  granted?  If  such  should  be 
the  case,  then  surely  the  people  of  California  should  have  their  eyes  and  hearts 
opened  to  the  needs  of  the  elementary  rural  schools  of  the  state. 

Consolidation 

-Another  means  for  insuring  needed  improvement  is  consolidation.  To  this  we 
nuist  educate  the  country  trustee  and  the  parents.  Facts  regarding  the  advantages 
of  consolidation  must  be  disseminated  among  the  country  people.  A  law  which 
would  make.it  impossible  for  a  one-room  school  to  have  more  than  four  grades 
might  help.  It  look  O.  J.  Kern  eleven  years  to  persuade  the  people  in  two  com- 
munities to  erect  two  consolidated  schools.  Does  consolidation  move  as  slowly  in 
California? 

The  trustees 

It  is  unfortunate  tliat  the  impression  has  prevailed  among  country  people  that 
anyone  can  teach  a  rural  school.  The  teacher  in  the  one-room  school  must  be 
skilled  in  handling  all  the  subjects  in  all  the  grades;  she  must,  without  aid  from 
outside,  govern  successfully.  In  many  places  she  is  regarded  as  the  intellectual 
leader  in  the  neighborhood;  she  must,  therefore,  try  to  make  herself  familiar 
witli  the  interests  of  the  community.  Since  all  these  are  most  essential  to  success, 
her  responsibility  is  much  greater  than  that  of  the  city  teacher,  and  she  should  be 
a  person  of  superior  powers. 

If  boards  of  trustees  realized  the  demands  made  upon  the  rural  teacher  would 
they  be  ready  and  willing  to  hire  a  teacher  from  her  photograph  and  her  letter  of 
application? 

The  trustees  need  educating  in  the  manner  of  securing  their  teachers.  The 
appointment  secretaries  of  the  normal  schools  and  the  county  superintendents  in 
the  annual  trustees'  meeting  are  trying  to  do  this.  But  not  until  we  have  the  best 
men  and  women  in  the  district  willing  to  serve  as  trustees,  study  the  particular 
problems  of  their  school,  and  then  cooperate  with  the  normal  school  in  securing 
the  most  capable  man  or  woman  to  till  vacancies  in  rural  schools,  can  we  ever 
succeed  in  sending  the  skillful  teacher  to  the  place  which  more  than  any  other 
needs  her  services. 

There  is  no  reason  for  any  school  boards  hiring  an  inefficient,  untrained  teacher. 
The  salaries  offered  are  equal,  or  better,  than  those  offered  in  many  city  and 
town  schools.  Among  the  graduates  from  our  normal  schools,  many  of  the  most 
proficient  are  without  schools,  while  many  of  the  less  capable  tlnd  schools  through 
written  application.  If  all  the  trustees  would  lay  the  problem  of  filling  their 
schools,  before  the  appointment  secretary  of  the  nearest  normal  school,  not  so 
many  misfits  would  be  made  and  less  moving  al)out  of  teachers  would  result. 

If  trustees'  meetings  could  be  held  in  model,  or  standard,  rural  schools,  on  a 
normal  school  campus,  or  in  a  consolidated  school  building  it  is  probable  that  the 
intimate  association,  even  for  one  day  annually,  with  the  better  architectural  and 
other  advantages  to  be  observed,  might  result  in  improvements  in  their  own 
scliools.   upon   their   return   home. 

The  teacher's  problems 

Many  teachers  start  out  witii  enthusiasm,  ability,  confidence,  and  deternunation 
to  meet  and  assist  in  solving  the  problems  of  the  one-room  school,  but  soon 
become  discouraged  and  are  glad  to  seek  a  new  position  for  less  money  rather 
than  return.     So  let  us  see  what  are  some  of  their  troubles. 


(11) 


Occupational  work  and  the  playground 

First  and  foremost  stands  occupational  work — how  to  keep  the  different  classes 
functionally  employed  hctwccn  recitations.  In  the  majority  of  schools  visited, 
the  number  of  classes  "to  be  heard"  in  one  day  seemed  to  weaken  the  teacher's 
energies  in  other  directions.  In  general,  very  little  or  no  real  occupational  work 
had  been  planned  and  many  teachers  felt  compelled  to  remain  indoors,  during 
part,  or  all,  of  the  recess  disciplining  children,  correcting  papers,  or  putting  work 
on  the  blackboard. 

During  the  periods  between  the  recitations,  the  best  work  of  the  rural  school  is 
accomplished.  It  is  during  this  period  that  the  pupils  learn  habits  of  inhibition, 
concentration,  and  industrj^,  or  those  of  divided  attention  and  listless  dawdling. 

Let  us  consider,  first,  the  handling  of  the  period  between  the  recitations.  The 
solution  of  the  problems  here  presented  lies  in  providing  the  children  with  pur- 
posive, occupational  work.  By  purposive,  occupational  work  is  meant  that  which 
engages  the  efforts  of  head,  hearty  and  hand  in  the  realization  of  some  clearly 
defined  end.  This  work  should  follow  every  recitation.  It  should  corroborate  and 
prove  its  discoveries ;  it  should  elaborate  the  recitation  by  assisting  the  class 
better  to  organize  the  material  it  has  acquired  during  the  time  spent  with  the 
teacher  and  it  should  give  the  pupil  another  means  of  expression. 

Occupational  work  becomes  "idiot's  delight"  only  when  the  head  is  left  out  of 
the  process ;  when  it  is  simply  something  to  keep  the  pupil  busy ;  when  it  is  not 
planned  to  meet  the  individual  requirement ;  when  it  has  no  particular  bearing  on 
any  work  or  subject  studied. 

Occupational  work  should  be  measured  l^y  the  child's  ability  and  sliould  be 
worthy  of  his  best  eflforts.  When  completed,  the  teacher's  endorsement  and 
suggestions  for  improvement  should  always  be  given.  What  is  the  use  of  doing 
things  that  nobody  looks  at  or  cares  about?  Every  problem  should  tax  the 
undivided  attention  and  ingenuity  of  the  worker.  To  diminish  dawdling,  success- 
ful completion  of  work  in  as  short  a  time  as  is  possible,  should  be  encouraged. 
When  a  child  has  fmished  the  assigned  task,  he  should  be  allowed  to  choose  his 
next  piece  of  work,  from  some  closet  or  shelf  where  extra  problems  are  kept;  and 
be  required  to  return  it  to  its  accustomed  place  when  he  has  iinished  with  it. 
By  studying  each  child's  choice,  the  teacher  grows  to  appreciate  his  individual 
bent,  and  is  thus  enabled  to  provide  for  his  best  development. 

Occupational  work  need  not  be  limited  to  what  can  be  done  at  seats  and  desks. 
Material,  similar  to  that  of  the  kindergarten  or  Montessori  school,  may  be  used 
on  the  floor.  Some  work  needs  the  use  of  the  table,  while  the  sand  pile  and  the 
blackboard,  with  their  multitude  of  possibilities,  should  be  at  the  disposal  of  the 
children  for  community  problems. 

No  rural  teacher  need  become  a  drudge  in  the  prepapartion  of  this  work.  Of 
course  it  takes  time,  but  why  not  enlist  the  help  of  the  larger  pupils?  •  Wliere  the 
teacher  and  pupils  are  pulling  together,  I  have  never  seen  a  scarcity  of  volunteers. 
Besides,  the  sharing  of  the  responsibility  by  the  children  makes  for  school  spirit, 
and  increases  the  efficiency  of  the  workers.  Many  a  listless  pupil  has  been  fired 
by  the  spirit  of  service  by  being  allowed  this  privilege,  and  has  thus  become  a 
self-reliant  leader  for  good.  But  what  the  rural  school  needs  is  material  for 
occupational  work  and  teachers  who  know  how  to  use  it.  If  every  rural  teacher 
would  enter  on  her  requisition  sheets,  for  the  next  few  years,  nothing  but  material 
for  hand  work,  it  is  probable  that  they  would  be  supplied  with  the  necessities,  at 
least.  Of  course,  we  know  that  if  one  has  no  material  at  all,  she  can  not  get 
everything  in  one  year.  But  the  wise  teacher  will  find  out  the  amount  of  money 
available  and  will  order  at  first  the  most  needed  articles.     Then  gradually  she  will 


(12) 


add  lo  these  as  the  funds  permit.  The  progressive,  tactful  teacher  will  get  what 
she  needs,  if  slie  has  learned  how  to  go  about  it. 

Let  me  enumerate  materials  for  handwork,  besides  paper,  pencils  and  ink,  in 
the  order  of  their  necessity :  Sand  pile  and  table,  clay  or  other  plastic  material, 
crayolas,  scissors,  bogus  paper,  paste,  hectograph,  rubber  stamping  outfit,  card- 
board; tapestry  needles,  coarse  thread  or  yarn;  bench,  hammers,  saws,  and  nails; 
lumber,  raffia,  outline  maps,  watercolors  and  a  Babcock  milk-tester. 

The  above  must  be  purchased,  unless  the  pupils  bring  them  from  home ;  but  the 
following  may  be  collected  or  contributed  by  children :  Acorn  or  eucalyptus  cups, 
shells,  pebbles,  squash  seeds,  old  magazines  and  newspapers,  grasses,  pine  needles, 
rags  for  weaving,  sewing  materials,  rakes,  spades  and  garden  seeds,  and  pro- 
visions- for  hot  lunches. 

Playgrounds  and  play 

Many  rural  schools  have  little  or  no  playground  apparatus.  So  much  the  more, 
then,  should  the  teacher  be  on  the  playground.  The  majority  of  the  schools, 
however,  have  balls  and  bats  and  plenty  of  playground.  So  with  these  at  her 
command  the  teacher  can  make  the  recess  time  the  happiest  and  not  the  least 
valuable  period  of  the  day. 

A  rural  teacher  has  no  excuse  for  remaining  indoors  during  the  recess.  Her 
place  is  on  the  school  grounds  organizing,  coaching,  and  playing  games  with  the 
pupils.  Onl}^  in  schools  where  the  teacher  would  not,  or  could  not,  play  with  the 
children,  did  I  find  the  moral  tone  low  and  the  indoor  discipline  the  dominant 
deficiency. 

Of  all  places  the  rural  school  is  not  the  appropriate  one  for  the  woman  who 
can  not  play  and  does  not  want  to  learn.  If  there  is  a  teacher  anywhere  engaged 
in  such  work  who  has  been  delinquent  along  this  line,  but  who  wants  to  improve, 
my  advice  to  her  is :  Go  to  some  summer  school  where  playground  work  is  taught. 

The  teacher  who  can  play  rises  in  the  estimation  of  her  pupils.  Her  ability  to 
organize  play  and  games  gives  her  a  prestige  that  nothing  can  dislodge.  She  gains 
a  place  in  the  hearts  of  her  pupils  that  tides  her  over  many  difficulties,  for  she  is 
their  umpire  in  all  disputes,  and  having  become  such,  her  word  is  law.  This 
spirit  is  carried  over  into  the  school,  and  a  new  basis  of  friendship  and  cooperation 
is  established.  The  sportsmanlike  spirit  of  fair  play  and  honest  effort  becomes  the 
dominant  quality  of  the  classroom ;  and  the  necessitj'  for  artificial  control  by  the 
teacher  is  minimized. 

Only  by  supervised  play  can  the  moral  tone  of  the  school  be  kept  pure  and  sweet. 
All  hanging  around  is  prohibited,  for  the  game  is  on,  and  all  must  get  into  it. 

"We  like  poetry  as  we  know  it"  may  be  applied  to  the  game  as  well.  A  game 
must  be  well  explained,  initiated,  and  played  to  make  it  go.  Since  there  is  no 
other  director  of  plaj'',  the  teacher  is  the  only  one  in  the  rural  school  who  can  do 
this.  She  must  be  the  moving  spirit,  so  she  must  be  fired  by  enthusiasm  for  the 
game,  and  must  keep  it  going  until  the  players  also  catch  the  same  enthusiasm. 
Once  the  players  catch  the  spirit  the  game  motivates  itself.  Soon  leaders  develop, 
and  they,  in  turn,  become  initiators  of  other  games.  But  never  should  the  teacher 
allow  her  interest  to  lag  or  her  presence  to  be  wanting  on  the  playground. 

These  two  problems  and  their  solution  spell  success  or  failure  for  the  rural 
teacher.  It  is  the  wise  use  of  a  neglected  margin  that  prepares  the  pupils  to  meet 
the  emergencies  of  life,  and  grapple  with  them  successfully.  In  the  rural  school 
this  margin  is  the  time  behvcen  classes,  and  the  play  periods.  Let  us,  as  teachers 
in  these  schools,  give  the  "use  of  the  margin"  our  very  best  planning.  Plan  for 
the  study  time  not  less  than  for  the  recitation  for  the  one  will  include  the  other. 

When    the   teacher    regards    the    occupational    time    more    important    than   the 


(13) 


lecitation.  and  the  play  time  more  valual)le  than  correcting  cliildren  or  papers, 
there  will  he  no  misfits  in  the  schools,  for  each  child,  thron.t'h  guided  self- 
development,  will  become  self-reliant  and  work  out  his  own  salvation. 

It  is  during  the  recess  period,  too,  that  the  moral  tone  of  the  school  and  the 
spirit  of  honesty,  fair-play,  comradesliip  and  cooperation  are  established.  Can 
any  teacher  who  wants  to  be  a  success  in  the  rural  school  afford  to  neglect  the 
opportunities  of  these   two  periods? 

Course  of  study  and  the  program 

Besides  providing  an  abundance  of  occupational  work  and  caring  for  liie  recess 
and  play  periods,  the  necessity  for  covering  the  course  of  study,  and  for  making 
a  program  which  gives  sufficient  time  to  the  ever-present  fundamentals,  and 
includes  nature  study  and  agriculture,  domestic  art,  music  and  drawing,  is  the 
great  prol)lem  which  the   rural  teacher  has  to  solve. 

The  course  of  study  should  be  flexible  enough  to  permit  of  combination  and 
alteration.  One  year  the  fifth  and  fourth  grades  may  all  take  geography  planned 
for  the  fourth  grade,  and  the  next  year  they  may  take  the  fifth  grade  work. 
Reading  and  literature  in  the  sixth  and  seventh  grades  may  be  combined.  Spelling 
and  language  in  the  lower  grades  may,  in  a  like  manner,  be  taught  together. 

In  as  many  subjects  as  possible  the  individual  system  of  instruction  should  pre- 
\ail.  One  child  should  never  be  held  back  until  the  other,  or  others,  in  his  class 
catches  up.  Let  each  child  go  ahead  as  fast  or  as  slowly  as  his  special  ability 
permits,  and  give  the  pupil  individual  instruction  as  he  meets  each  new  problem. 
This  is  accomplished  by  having  a  period  for  a  subject  long  enough  to  cover  all 
grades  at  once,  and  by  letting  each  child  during  that  time  ask  for  assistance  when 
it  is  needed.  A  premium  should  be  put  on  all  new  problems  the  pupil  .solves 
without  aid  from  anyone.  Individual  instruction  in  arithmetic  is  found  to  work 
very  well. 

In  planning  the  daily  program  have  all  the  spelling  dictated  at  the  same  time, 
and  have  all  the  arithmetic  drills  together.  Plan  for  the  hardest  subjects  when 
the  children  are  freshest.  Never  have  a  written  exercise  immediately  following 
a  play  or  vigorous  exercise  period.  During  the  opening  exercises  have  talks  on 
manners  and  morals,  hygiene,  nature  study,  observations,  and  current  events. 
One  day  read  to  the  school  from  some  piece  of  literature  either  poetry  or  prose. 
Friday  afternoons  might  be  devoted  to  art  and  music,  with  sewing  for  the  girls, 
gardening  for  the  little  ones,  and  woodworking  for  the  boys. 

If  a  stove  can  be  procured,  instead  of  sewing  on  Friday  afternoon,  the  older 
girls  might  be  given  instruction  in  how  to  prepare  one  hot  dish  as  an  addition  to 
the  cold  lunch.  The  cooking  of  cocoa,  or  a  milk  soup,  is  not  difficult  to  learn 
and  might  prove  the  entering  wedge  for  community  cooperation  and  interest. 

School  credits  for  home  work 

Many  .schools  in  cities,  and  a  few  in  the  country  have  adopted  plans  whereby 
children  are  given  credits,  or  points,  for  work  performed  at  home.  This  doesn't 
necessarily  mean  home  study;  it  really  means  manual  work  done  at  home.  It 
includes  personal  cleanliness,  assisting  in  the  home  or  on  the  ranch,  and  correlating 
lessons  in  sewing,  cooking,  gardening  and  bench  work  with  similar  work  done  at 
home.  This  is  an  especially  helpful  piece  of  extension  work  where  equipment  for 
cooking  is  lacking  for  demonstration  or  practice  ])urposes,  where  only  the  barest 
bench  equipment  is  possible,  or  where  the  conditions  of  soil  and  scarcity  of  water 
make  the  school  garden  an  impossibility.  This  step,  of  course,  entails  a  thorough 
understanding  between  parent  and  teacher,  and  the  parents'  cooperation  in  fostering 
the  movement  by  giving  the  children  opportunities  for  work,  and  encouragement 
in   its   systematic   performance.     A  closer  union   and   a  cooperative  effort   is   thus 

(14) 


establisliod    hetwcL'ii    lionic    and    school    which    is    conducive    to    tlie    child's    best 
growth  and  may  mean  the  planting  of  the  first  seeds  of  community  consolidation. 

Equipment 

"Mark  Hopkins  at  nnv  cud  nf  a  \i>'^  and  a  student  at  the  other"  is  equipment 
enough.  But  since  we  can't  all  he  a  Mark  Hopkins,  materials  are  necessary  to 
make  good   for   some  of  our  deficiencies. 

Ideal  equipment  does  not  mean  everything  that  can  be  thought  of,  either  in 
variety  or  amount.  What  one  really  needs  is  all  any  one  should  demand.  It  is 
not  necessary  to  have  all  subjects  taught  objectively.  Pupils  should  have  a  chance 
to  use  their  reason  and  imagination. 

"Teacherages  " 

The  prol)lem  of  housing  the  teacher  is  becoming  each  day  more  serious.  Many 
states  are  trying  to  meet  this  problem  by  providing  teachers'  cottages.  In  the  old 
world  the  teacher's  cottage  is  not  a  new  departure,  as  it  is  with  us.  Washington 
boasts  of  one  hundred  and  eight  "teacherages" ;  California  has  less  than  a  dozen. 

Where  the  teacherage  is  provided,  the  teacher  and  his  family  become  a  part 
of  the  community  and  greater  permanency  of  residence  and  service  is  assured. 
The  danger  of  too  long  tenure  of  service  and  of  getting  into  ruts  by  remaining 
too  long  in  the  same  locality  is  far  less  than  that  of  leaving  too  soon.  So  long 
as  rural  teachers  are  peripatetics,  the  best  results  for  rural  school  and  community 
can  not  l)e  hoped  for.  With  a  teacher's  cottage  and  the  rural  plant  reconstructed 
tf)  answer  present  needs  as  to  sanitation  and  attractiveness,  more  teachers  will 
be  induced  to  spend  tlieir  l)est  years  in  the  country. 

Community  organizations 

The  problem  of  gaining  tlic  support  and  sympathy  of  the  conmumity  is  a  very 
important  one.  With  these  advantages  a  teacher  may  secure  a  better  equipment 
for  the  school,  assistance  in  teaching  cooking  and  sewing  by  the  women  of  the 
neighborhood  as  well  as  help  in  solving  some  of  the  problems  in  discipline.  In 
California,  the  Parent-Teacher  Association,  with  its  wonderful  organization  and 
many  activities,  is  so  strong  and  comprehensive  in  its  scope  of  work  that  no 
rural  school  teacher  should  be  ignorant  of  its  willingness  to  assist  her.  Any 
teacher  interested  in  the  parent-teacher  movement  and  desiring  to  know  how 
it  may  help  her  solve  lier  special  community  problems  would  do  well  to  write  to 
the  State  Superintendent  of  Public  Instruction  at  Sacramento  for  all  available 
printed  matter  on  this  subject. 

With  the  formation  of  parent-teacher  associations  and  community  centers,  the 
people  of  the  organization  can  secure  the  services  of  good  speakers  on  subjects 
relating  to  care  of  the  children's  health.  Nurses  and  teachers  of  home  economics 
will  be  induced  to  speak  on  diets  for  the  children  and  on  scientific  home  manage- 
ment. As  is  true  in  case  of  consolidation  of  schools,  the  formation  of  Rural  Life 
Clubs  requires  education  of  the  farmer  as  to  the  needs  of  the  community  and  the 
benefits  to  be  derived. 

Nurses  and  medical  inspection 

The  majority  of  city  scii(>t>ls  of  totlay  have  school  nurses  and  medical  inspectors, 
and  the  State  Board  of  Healtli  is  endeavoring  to  work  with  the  county  boards 
of  health  in  meeting  this  great  need  of  rural  schools.  -X  number  of  counties  have 
asked  for  nurses  and  some  have  secured  them.  We  hope  the  day  is  not  far 
distant  when  every  rural  school  will  l)e  visiunl  and  its  cases  requiring  medical 
advice  cared  for  I)y  rural  school  nurses.  The  awakening  of  community  spirit 
which    is    making   itself   apparent    in    conununity   gatherings   tends   to   consolidate 

do) 


community  interests  and  to  create  a  demand  for  school  consolidation  for  social 
and  economic  reasons.  In  addition  to  educational  benefits,  school  consolidation 
will  lead  to  the  emplo.vmcnt  of  nursi"^  and  will  make  rural  school  medical 
inspection  a  reality. 

Cooperation 

"No  man  lives  to  himself  alone"  has  application  to  the  rural  school  in  its 
relation  to  the  life  of  the  city.  So  many  of  our  greatest  Americans  received  all 
their  elementary  training  in  a  rural  school  that  the  nation  owes  it  and  its  faith- 
ful workers  a  debt  of  gratitude.  If  we  are  to  support  the  demand  of  "Back 
to  the  Farm,"  let  us  work  to  make  life  on  the  farm  more  attractive  to  the  rising 
generation.     In  this  work  the  cities  must  have  a  share. 

Certainly  a  rural-minded  teacher,  well  jircpared  in  interest  and  education  to 
meet  the  needs  of  the  country  and  aided  by  proper  equipment  and  the  support 
of  intelligent  trustees,  can  contribute  much  to  make  the  country  more  attractive, 
more  wholesome,  more  valuable,  educationally  as  well  as  financially,  as  a  place 
of  residence.  She  will  realize  that  teaching  is  not  simply  a  hearing  of  recitations 
from  different  books.  She  will  correlate  her  teaching  with  things  of  life,  giving 
recognition  to  farm  utilities  and  interests  of  every  kind  in  the  farm  home.  This 
type  of  teacher  will  strive  to  assist  in  making  the  schoolhouse  a  social  center, 
and  by  exalting  country  ideals  will  develop  rural  interests  and  see  the  possibilities 
and  privileges  of  life  in  the  country.  Thus  can  she  help  the  rural  school  to 
serve  the  real  every-day  needs  of  the  countryside,  but  she  can  not  accomplish 
all  this  alone.  She  needs  you.  Are  you  "pulling"  for  the  bigger,  better  country 
life  and  "boosting,  not  knocking,"  all  the  agencies  which  are  working  for  the 
centralization  of  that  life  in  the  improved  rural  school? 


(16) 


BIBLIOGRAPHY 

Books  for  Rural  School  Pupils  and 

Teachers 

PREPARED  BY 

ELIZABETH  E.  KEPPIE 


TEACHERS'  BOOKS 

The  books  included  in  the  following  li.st.s  are  those  which  have  l)een  helpful  to 
nian\-  teachers.  Each  teacher  should  try  to  get  them  from  her  county  librarian, 
and  add  one  to   her  own   librarv   each   vear. 


READING  AND   LITERATURE 


Aiitlior 

Title 

Publisher 

Price 

Hailov 

For     the     Story     Teller— Suggestions     ami 
stories  for  the  teaeher .    

Milton    Bradley    ... 
Milton    Bradley   ... 

Hinds  

Row-Peterson  Co... 

Houghton     

Doubleilay 

Putnam 

i'l.-VI 

Hailey   &   Lewi? 

The  Children's  Hour.. 

1.50 

IJarbe    .. 

Faniou.s    Poems    Explained— Thirty   poems, 
with  circumstanre.s  and  eauses  for  writing 

Reading  in  the  Public  Schools— Some  chap- 
ters   especially   helpful .. 

Rriggs  &  Coffman 

l.«K) 
1  .•2.-) 

Brvaiit         

How  to  Tell  Stories  to  Children- Great  helji 
to  story  tellers 

].:•> 

Burt 

Poems  Every  Child  Should  Know — Arranged 
according  to  age  .  . 

.90 

Chisholm        ...  ...  .. 

(^olfieii  Staircase           ..           .          .. 

1.<J0 

Palkeith 

Little     Plays— Scenes     from     Uncle     Tom's 
Cabin,  Robin  Hood,  etc _. 

What  Shall  We  Play— Dramatic  form  of  the 
stories     of     Joseph,      Pied     Piper,     etc.. 

E.  P.  Dutton  &  Co. 

Macmillan  Pub.  Co. 
Lt-e  &  Shepard 

Dunn 

..V» 

40 

Fette     ---        

Dialogues      from      Dickens— Cuttings      for 
dramatization .. 

LOO 

Forman    i— . 

Stories     of    Useful    Invention.?— Stories    of 

l.fPO 

Free  &   Treadwell 

Manual— Best  aid  for  use  with  state  primer. 

Uncle  Bemus— Folk  stories  of  animals  told 

in  Xegro  dialect. ..  .  — .  .. 

Row-Peterson    

Houghton    

Houghton    

Little   

..->(• 

L.')!) 

Hunt,  C.  W.        

What    Shall   We    Read   to   the    Children— A 
book  every  teacher  should  read  . .. 

1.00 

-Taofaon - 

Ramona         .. ... __  ...  ... 

1..50 

Jenkins    

Primary     Reading— The     latest     and     best 
methods    of    teaching    primary    reading. 
Fullv  discussed      ...    

Houghton    

.tiO 

Just  So  Stories— Stories  every  child  should 
know    . .. ...  ...      .    . 

Doubleday    

Appleton    .. -- 

l.2n 

Teaching   Children   to   Read— Best  help  for 
practical  teaching  of  reading 

LV) 

Kveryilay  Peilagogy— A  most  practical  book 
on  the  fundamentals           . 

Ginn    &    Co. 

Harpers        

1.00 

Maekay,  C. 

Plays  of  the  Pioneers— Fine  little  plays  for 
eighth  grade      . 

l.OII 

Mr-Murray,   I..   &   G... 
>fpMurry,    Cha,«.    A.  . 

Songs  of  the  lYee  Top  and  Meadow 

Special  Method  of  Teaching  Reading 

Goo<l  Stories  for  Great  Holidays 

Pub.  Sch.  Pub.  Co. 

.40 
1.40 

Olcott 

Houghton-Mifflin 
Co 

Orthography     Manual— Little     manual     of 

•2.00 

Pattengill    - .. 

Flanagan  Pub.  Co. 
Milton  Bradley  Co. 
Row-Peterson    

Houghton    

.>- 

Poisllson,   F.iDilie 

In  the  Child's  World 

l.(i(> 

Salisbury  &  Bwkwith 

Inde.x  to  Short  Stories 

.50 

Seudder    ....     .. 

Children's     Book— Poetry,     legends,     fables 

2.50 

WcLsh        

Stories      Children     Love— Stories      for      all 
grades,  colored  illustrations 

The  Storv  Hour — A  tine  collection 

L2.1 

Wiggin    &    Smith 

Hougtaton    

1.1)0 

Ainiletons 

New  Kncydoiwdia  — 

Webster's     New     International     Dictionary 
(Latest  Edition)  

18.00 

Merriain                      

10.80 

(  I'.M 


ARITHMETIC 
Title 


Brown  &  ron'man--.|  How  to  Teach  Arithmetic— A  manual  for 
teachers    

Farm  Arithmetic—Arithmetic  in  terms  of 
agriculture  with  over  200  illastrations 

Principles  and  Methods  of  Arithmetic 
Teaching    


Burkett   &    Swartzcl 
Chriswcll    


Field    I  Farm  Arithmetic 


Harris    &    Waldo ]  First  Journeys  in  Numberland — Very  helpful 

Everyday  Arithmetic  (3  books)— New,  prac- 
tical     

Arithmetic  Without  a  Pencil— Should  be 
used  every  day  by  every  teacher 

Teaching  Arithmetic  

(Paper)  

Work  and  Play  With  Numbers— Excellent.. - 


Hoyt    &    Peet — 

Joy  

Smith,    D.    E- 

Wentworth    &   Smith 


Row-Peterson    

Orange  Judd   Co... 

Chriswcll  Potsdam, 
N.  T 

Field    Seed    Co., 
Shenandoah,    la.. 

Scott    


Houghton 


Heath    

Teachers'    College.. 


Ginn 


$1.2i> 
l.OO 


.35 

ea.   .40 

.40 
.75 
.30 
.35 


BOOKS  FOR  HELPING  FOREIGNERS  TO  LEARN  ENGLISH 


Field    &    Ooveney ,  Engli.«h    for    New    Americans— Large   print,  I 

well  graded.    Half  of  book  is  vocabulary,  j 

(Nine  languages)  i  Silver   

Mintz    First  Reader  for  New  American  Citizens Macmillan    

O'Brien,    Sara    English  for  Foreigners,  Book  I Houghton,      Mifflin 

Co.    

Roberts,   P.   Knglish  for  Coming  Americans Y.  M.  C.  A.  Press, 

N.  y.  

Stewart    Country    Life    Readers    (3    vols.)— Designed 

for  use  in  evening  rural  schools  for  adults     Johnson   


$(1.60 
.50 


SPELLING 


Cook    &    O'Shea. 

Fernald    

Suzzalo    


The  Child  and  His  Spelling Bobbs-Mcrrill  , ,      ?1.00 

Spelling  Bulletin   L.  A.  State  Normal  .15 

Teaching   of   Spelling Houghton-Mifflin...  .60 


Bailey   

Bailey,   L.   H. 


Burkett 

Field,    Jessie 
Finley,  W.  L. 


Gonig    

Uatcli    &   Hasclwood. 


Hodge  

Keelcr,   Harriet 


Keffer    

McGovern     

McKeever  

Parsons  «&  Buck- 
Read,    Harvey    .. 


NATURE  STUDY  AND  AGRICULTURE 


Handbook  of  Birds  of  Western  tJ.  S. 
The  Nature  Study  Idea 


Agriculture  for  Beginners— Elementary  and 
well  illustrated  

Corn  Lady— Interesting  story  of  rural 
school  life . 

American  Birds  . 


Our  Field  and  Forest  Trees 

Elementary  Agriculture  with  PracticalArith- 
metic    : 

How    to     Make    School    Gardens— Explicit 

directions  for  young  people 

Nature  study  and  life 

Our    Native    Trees    and    How    to    Identify 
Them   

Natuic    Study   on   the   Farm— Intended    to 
stimulate  observation   and  investigation.. 
Ty|ic  Lessons  in  Nature  Study.  _ 

Farm  Boys  and  GirLs— A  book  of  valual)ie 

suggestions  

Wild  Flowers  of  California 


Western  Bird  Guide— Birds  of  Rockies  and 
west  to  Pacific 


Houghton   ..^-.— . 

Doubleday,  Page  & 

Co.,    N.    Y 

Ginn    


Flanagan    

Charles    Scribn  r's 

Sons    

McClurg   -* 


Row-Peterson    Co.. 


Doubleday  .. 
Ginn    &   Co.. 


Scribner 


A.  B.  C.:.-. 

Flanagan    &   Flan- 
agan      


Macmillan    , 

Cunningham  Curtis, 
Welch  Co.,  S.  F..i 

Doublcday-Page    .. 


$3.50 

l.OO 

.?5 

.50 

1.50 
1.50 

.00 

1.00 
1.50 

2.00 

.10 

1.05 

1.50 

2.00 

1.00 


(20) 


GEOGRAPHY   AND  HISTORY 


AlU'i)    

Bliss   

Carppntor   

('(1111.    of    Kiglit 

I>avis   

Oopi),    Kjitlirrinr  .. 

Diiltoii    

Dynes    

Finloy   X-  -Tolitison. 

(ionly,  W.  F 

.IllIllPS    

.Iiiilson    

Kpinp    

I.nnimis   

McCnity    

McMiiiry    . 

Mill  

Norton    


(it'ogriiiiliical  and  linliistrial  Stiiilics 

History    in    Klenientary    Grades— Fine    help 
to   all    teachers 

Geograiihieal  Readers— 

Knrope    

Asia    

North  America 

Study   of   History  in    Klementary  (iratles — 
Fine  references  and  outlines  for  work 

Ancient    History— Outline  of  history  of  the 
Roiiiaii    Kiiipire    .._. 

Place    of    Tiidustries    in    Klementary    Educa- 
tion      


Little   Stories   of   (icriiiaiiy 

Socializing    the    Clilld- Primary    history    in 

<letail.      Illustrated    -- 

Dramatic   Method  of  Teaching  Geography, 

History,  Language,  etc.,  included 

Colonial  Days  

Heroes   of  California 

Myths  and  Legends  of  California  and  Old 
Southwest— Good  stories  well  told  and  il- 
lustrated     • 

Outh'ne  of  History  for  Grades 

S|ianisli    Pioneers    

An    IClementary   Civics 

Siieeial  Method  in  History — A  complete  out- 
line of  a   cours?  of  study  in  history   for 

grades  below  the  high  .school 

Internationa!  Geography  

The  Story  of  California— A  very  well  writ- 
ten book  on  our  state 


(iillll 

A.  n.  c. 

A.  B.  C.  . 
A.  B.  C... 
A.   B.   C.-. 

Scribiii'r 

Macniillaii 


The    I'niversity    of 

Chicago    Press    .. 

A.     li.    ('.. 


Silver,     Burdett     & 
Co 

I.IKI 

Ginn    &    Co 

Scribner's  Pub.  Co. 
Little    

McClurg      

L(«) 

..■>(! 

2..T0 

l..'>0 

Ginn    &    Co 

Gordv    

L-2.-. 

LIHI 

Thompson  &  Brown 


Macniillan    Co.    

Appleton  l*ul).  Co.. 


McClurg 


l.SO 


GAMES   AND    DANCES 


Bancroft 

lUirchenal 
Crainpton 
Crawford- 
Hofer    .-_ 

Kaull    ._-. 


Games  for  Playground,  Home,  etc. — All  the 
well,  and  not  so  well  known  games  ex- 
plained   .„ Maemillan    

Folk  dances  and  singing  games Schirmer    

Folk   dance   book Barnes   

Folk  dances  - \  A.  S.  Barnes  &  Co. 

Children's      Singing      Games— Old      singing  ' 
games  well  explained 

Physical  ICducation  Complete  for  School 
and  Playground— Games,  folk  dances, 
first-aid   liel|is— very  complete ,_ 


A.    Flanaf 


Kaull,  sacto,  CaL. 


ART    AND    MUSIC 


l..")(> 
l.-'xi 
L(i<) 
L.tO 


2.0() 


Coiigdon 
Dow    -.-. 

Dow    ..-. 

(iiddings 
Parker 


Music  Headers,  Books  1,  2,  and  3— Fine 
books,  for  beginning  classes 

Coiiiposition— Suggestions  for  teaching  art 
by  explanations,  exercises  and  illustrations 

Theory  and  Practice  of  Teaching  Art- 
Modern  and  most  advanceil  methods  of 
art  teaching,  illustrated  by  students'  work 

School   Music  Teaching 

Progressive  Music  Series  (Teachers'  Man- 
ual)—Most  helpful  book  in  teaching  music 
in  first,  second  and  third  grades 


Congdon 


Country  Life  Press. 
Garden  City,  X.  V. 


Teachers'  Col.,  N.  Y. 
Congdon.    Chicago. 


Silver,    Bunlett     & 


l.i*) 


cjn 


HAND  WORK 


Bolton   &  Rollins 

('hicajJTo    Ktttu.    Col... 

Robhs    

Loilyanl    &    Breeken- 

fcld    

Mc'Gravv   

Ridi    

Sage   &   Cooley 

White    

Williams      &      Fisher 

(191C  ed.)  

Woolnian    

Worst    


Industrial  Work  for  Public  Schools— Oecu- 
pational  work  for  first  four  grades  ex- 
plained  

Organized  Handwork  for  Public  Schools 

Primary  Handwork 

Primary  Manual  Work 

Oonstruftivc  Work  for  Rural  Schools 

When    Mother    Lets    Us    Make    Paper    Box 

Furniture    

()cfui)ations    for    Little    Fingers — Work    in 

clay,  paper  and  other  mediums  explained 

and  illustrated  

How   to    Make   Baskets— Explicit    and   well 

illustrated   

Cookery — Well   arranged   and  illustrated 

A  Sewing  Course 

Constructive  Work— Related  to  number, 
literature  and  history 


Rand    

Harrison    .. 

Macmillan    

Bradley  

Payne,  Dayton,  O 

Moffat    

Scribner    

■Doubleday    

Macmillan    

Fernald  

Mumford    


f().90 
.50 
.75 

1.20 
.60 


1.00 
1.00 


1.00 
1.00 


•Dxa  'saoHxaw  'xNawaovNvwi  aooHDS 


Bailey,    L 

H 

H.    

Country     Life    Movement    in     U.     S.— The 
rural  life  problem  by  advocate  of  country 
life        -      .              

^.2') 

Tlic    Training    of    Farmens — Discusses    the 
necessity  of  improvement  in  conditions  of 

C  ntury    

Heath 

T...    .. 

1.00 

Bailev,   H 

School  Sanitation  and  Decoration— Valuable 

1.50 

Berle      — - 

The    School    in    the   Home— A    book    every 

teacher  and  parent  should  know 

Country   Life   and    the   Country   School— A 

MotTat  Yard  Co.... 
Row-Peterson  Co.-_ 

1.25 

1.25 

Curtis 

E<lucation  Through  Play— Play  and  recrea- 

J.    

1.25 

Dawson, 

Boys    and    Girls    of    Garden    City— Lessons 
in  health  and  hygiene  told  in  story 

Schools    of   Tomorrow — The  best   presenta- 
tion of  modern  educational  trend 

Ginn       

.75 

Dewey 

Dutton    -  .-    . 

1.50 

Teaching  a  District  School— A  great  help  to 
voung  teachers       ....       . 

A.  B.   C 

Harper  &  Bros 

Macmillan    ..  .. 

&  Bruere.- 
rearing 

1.00 

Eggleston 
Field   &  > 

The  Work  of  the  Rural  Schools 

1.00 

Conunvmity  Civics— Interesting  and  instruc- 

1.25 

Gesell  ... 

The  Normal  Child  and  Primary  Education- 
School  problems  in  their  relation  to  the 
child                           _    --       -    . 

Ginn    

1.2.J 

(lulick,   L 

Emergencies     -  

Ginn   

Davis    . 

.40 

Holmes  . 

School    Organization    and    the    Individual 
Child— A  great  help  to  progressive  teach- 
ers who  believe  in  the  individual  rights  of 

2.00 

Among    Country     Schools— What    can    be 
done  in  a  rural  community.     Fully  illus- 

Ginn    

Oooley 

Oooley 

l.iiO 

Kinnie  & 

Sheltcr  and  CSothing— Raw  materials,  their 
origin  and  destination— well  handled  and 

l.OO 

Kinnie  & 

Clothing    and    health— Good    textbook    for 
teacher  and  cla.ss 

Everyday  Pedagogy— A  most  helpful  prac- 
tical    book     on     fundamentals     (already 
entered  un<ler  reading) 

Knuny  Lou— A  story  which  leads  to  a  better 
understanding  of  children 

How    to     Study     and     Teaching    How    to 
Study — A  great  help  to  teachers 

.65 

Lincoln 

Ginn    Co.       . 

F.     

1.00 

Martin    . 

Grosset    

Houghton    

.75 

1.25 

(22) 


SCHOOL  MANAGEMENT,  METHODS,  ETC.— Continued 


McMiirry    

Morley    

O'Sliea    &   Kellogg 


Powell,    G. 
Quick,   H. 


H 


Reynolds, 
Smith,  W. 


Strayer  - 
Term  an 
Whitney, 

Wray  --- 


M.  J 
H... 


W. 


Iliiiiilliook  uf  I'racticc  for  Teadiers— Brief 

outline  for  teacher's  self-measurement 

Song    of    J. ife— Invaluable    suggestions    to 

teachers  concerning  the  processes  of  lifc-. 
Ilealth   Habits— Well   illustrated   and   most 

practical  

How  to  Live  in  the  Country 

The    Brown    Mouse— Rf)mance    in    a    rural 

school.    Very  interesting  and  helpful 

How  Man  Conquered  Nature 

All  the  Children  of  All  the  People— A  plea 

for  individual  instruction.    Should  bo  read 

by  every  teacher 

Briefer  Course  in  Teaching  Process 

Hygiene  of  the  School  Child 

r I  Socialized     Recitation— Very    useful.      Well 

illu.«trated  

.loan    Mitchell's    School— An   inspiration   to 

all  teachers 


Macniillau    -.. 
McClurg  Co. 


Macmillan    

Grosset  &  Dunlap. 


...    Macmillan    i 


Macmillan    

Macmillan    

Houghton   

Barnes  Co. 

Pub.  Sch.  Pub.  Co. 


.40 


1.2.5 
1..5<) 

i.or, 

.54 


MAGAZINES 

The   world   is   so   full   uf  good   magazines   that  every  teacher  and  child   should 
know  one  by  being  a  stibscriber. 

The  following  lists  are  merely  suggestions. 


Magazine 


National     Geographic— Illustrations     for     geography 
worth  price  of  magazine.    Very  valuable 


National  Geographic  Society... 


Normal  Instructor  and  Primary  Plan.s— Great  help  to 

rural  ischool   teachers i  F.    A.   Owens   Pub.    Co.,  Dans- 

ville,   N.   Y. 

Primary    Education— Hints    for   method    and   illustra- 
tions for  language  and  reading  work 


Story  Tellers  Magazine— Suggestions  for  the  story 
teller:  and  the  best  new  and  old  stories  adapted 

The  Mentor— One  of  the  best  h  Ips  for  teaching 
through  pictures  publi.«lied.  Each  copy  contains  six 
pictures  suitable  for  mounting.  Send  for  list  of 
subjects    to    publislier 


Primary    Education    Co.,   Bos- 
ton, Mass.  


Story  T  Hers  Pub.   Co. 


Mentor   Association,    Inc. 


yr.  $2.00 
ea.     .M 


yr.    1.23 

yr.    l..')0 
yr.    1.00 


yr.    3.00 
ea.     .13 


CHILDREN'S   MAGAZINES 

Here  are  listed  a  few  of  the  best  magazines  for  children. 


Boys'  Life  Boy  Scouts  of  America  (N.  T.)     yr.  i?l.00 

Current  Events  (weekly)— A  magazine  every  child  over 
the  fifth  grade  should  have  for  school  use Current      Events,     Springfield, 

Mass.    ._ yr.       40 

Our  Dinnb  Animals Sociity     for    P.     C.    Animab, 

Boston,  Mass. yr.    1.00 

Popular   Mechanics    -i  Pop.  Mech.  Pub.  Co.,  Chicago  ^  yr.    l.r>0 

Saint  Nicholas  '  Century  Co. j  yr.    3.00 

Something  to  Do— Bennett     Pub.     Co.,     Boston,  i 

Mass.    — —  yr.   1.00 

Youths  Companion  -—    Perry-Mason       Co.,       Boston, 

Mass.    yr.    2.00 


(23) 


BULLETINS 

The  United  Slates  .^overnnunt  is  a  great  puhlislier  oi  helpful  literature,  not 
for  profit,  hut  for  ])uhHc  eonvenienee.  Some  documents  are  free,  while  for 
others,  the  price  ranges  from  5  cents  to  $1.00.  Postage  is  i)aid  on  all.  Price 
lists  are  sent   uixni    request    to   Superintendent   of   nocuments,   Washington,   D.   C. 

The  following  lists  .are  suggested  ;is  lieing  especi.illy  helpful  to  rural  school 
teachers.     These   lists   are   free. 


No.  11— Auicrican  Food.-;  iinil  Cooking. 
No,  10— Fariiifrs"  Hiillctiiis  and  \('ar  liook-s. 
No.  21— Fislaw  of  United  Statos. 
No.  22— Inilian.-*  of  North  America. 
No.  3-j — Gcograiiliy  and   K.xiiloratioiis. 
No.  3S— Animal   Indii.xtrie.s. 
.NO.  41  — Insect     pest.--     anil      How     tt)     Fi^lit 
Them. 


No.  42— AKiiculliual    K.\iioiinients. 

No.  43— Forest  .Service. 

No.  44— Plant   Life. 

No.  45 — Soils  and  Fertilizer.-. 

No.  51— Health,  Disease  and  Sanitation. 

No.  58 — Mines  and  Mining. 

No.  (il— Panama  Canal. 

No.  (12— Commerce  and  .Manufactuifs. 


Livery    teacher    should    get    from    the    Piurean    of    .Agriculture    in    Washington. 
D.   C,   its  monthlv  list   of  publications,     ^lanv   of  the  bulletins  are  free. 


DEPARTMENT  OF  AGRICULTURE.      (Washington.   D.   C.) 
,\    few   of  the  bulletins  are  : 


No.  28— Weecl.s  and  How  to   Kill  Them. 

No.  94— The  Vegetable  Garden. 

No.  9*— Insect  Knemies  of  Shade  IVees. 

No.  134— Tree  Planting  <,n  Rural  School 
Grounds. 

No.  173— A  Primer  of  Forestry. 

No.  185— Beautifying  the  School  Orounils. 

No.  11I.3— Simple  K.xereises  in  Chemistry  of 
Agriculture. 

No.  218— The  School  Garden. 

No.  2.55 — The  Home  Vegetable  Garden. 

No.  447— Bees. 

No.  4.59 — Houseflic.*. 

No.  478— How  to  Prevent  Typhoid  Fever. 

No.  407- Some  Common  Birds  and  Their  Re- 
lation  to  Man. 

No.  .52.5 — Raising  Guinea  Pigs. 


No.  540— The  Stable  Fly. 

No.  .';(j2— The     Organization     of     Boys'      and 

Girls"   Poultry   Clubs. 
No.  566— Boys'  Pig  Chibs. 
No.  .593— How  to  Use  Farm  Credit. 
No.  594— Shijiping  Kgg.s  by  Parcel  Post. 
No.  {)(I9— Bird     Houses     and     How     to     Build 

Them. 
No.  017- School  Lessons  on  Corn. 
No.  62S— Game  Laws  for  1914. 
No.  0311-  Common      Birds      Useful       to      the 

Farmer. 
No.  653 — Honey  and  Its  Use.s  in  the  Home. 
No.  688— Culture  of  Rice  in  California. 
No.  660— Weeds  and  How  to  Control  Them. 
No.  672— The  Agricultural  Outlook. 


BULLETINS  FROM  THE  EXPERIMENTAL  STATION.      (Washington,  D.  C.) 

No.  160— School  Gardens. 

No.  186— Exercise.s  in  Elementary  Agriculture. 

FROM    THE    DEPARTMENT   OF   EDUCATION,      (Washington,    D.    C.) 
.A    few  of  the  more   recent   free   bulletins  are: 

1914 

No.  12— Rural  School  Houses   and  Grounds. 

No.  25 — Imi)ortant  Features  in  Rural  School  Iniprovenicnt. 

No.  30— Consolidation  of  Rural  Schools. 

No.  37— Education  for  the  Home,  Part  II. 

No.  44 — Coimty-Unit  Organization   for  Administration  of  Rinal  Schools. 

FROM    MISCELLANEOUS   SOURCES 


Loekstep    Schooling    '  Dr.  Burk,  Stat?  Normal  School,  S.  F...;       So.lo 

Diseases  and  Pests  of  Fruit,  Trees,  Vines  and  j 

Plants   Cal.  Rex  Siiray  Co.,  I',enicia,  Cal 

Good  Lunches  for  Rural  Schools Richards,  Whitcomh  &  Barrow .10 

Social  and  Civic  Work  in  Country  Communities  j  Supt.  of  Instruction,  Madison,  Wis 

Guide  to   fSetter  Schools Dukes,  Supt.  of  Instruction,  Oklahoma.- 

Teaching  Music  in  Rural  Elementary  Schools...  i  Deiit.  of  Education,  Sacramento ' 

.Morals  and  Manners !  Dei>t.  of  Education,  Sacramento 1 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 

Los  Angeles 
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THE  LIBRARY 

UNIVERSITY  OF  C\TJ7?ORm>!^ 
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UCLA.Young  Research   Z^ 

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